人际适应问题是高一学生的主要困扰，如果不能妥善处理高一阶段的人际问题，不仅会影响其心理健康状态，还会对其三年的高中生活及今后步入大学和社会的表现产生深远影响。本文以资源保存理论为基础，致力于研究高一学生在人际适应过程中，情绪智力与人际适应的关系及其作用机制，以便更好地指导高一学生人际适应的实践工作。 本研究以佛山市一所普通中学963名高一学生为研究对象，使用青少年情绪智力量表、青少年学生人际自立量表中的人际主动维度、青少年社会适应评估量表中的人际适应分量表对其进行施测，主要结论如下： 1. 高一学生的情绪智力能够显著正向预测亲社会倾向的积极人际适应，能够显著负向预测人际疏离的消极人际适应。 2.高一学生的情绪智力能够显著正向预测人际主动行为。 3.高一学生的人际主动行为能够显著正向预测亲社会倾向的积极人际适应。 4.高一学生的情绪智力部分通过人际主动行为影响亲社会倾向的积极人际适应。

Senior one students’ major distress comes from newcomer adaption. If senior one students can’t deal with the problem of adaption well, not only their mental health will be influenced, but also three years of high school life and future life will be effected. Based on the conversation of resource theory, this study aim to investigate how emotional intelligence influence newcomer adaption. Implications can be drawn to guide the practice of newcomer adaption. The present study was conducted among 963 Senior One students in Foshan. Emotional Intelligence Scale for Adolescent Students, Interpersonal Self-Support Scale for Adolescent Students and Social Adaption Scale for Adolescent Students were used to test. Results demonstrated that: 1.Senior One students’ emotional intelligence can affect prosocial behavior and interpersonal alienation. 2.Senior One students’ emotional intelligence can affect interpersonal initiative behavior. 3.Senior One students’ interpersonal initiative behavior can affect prosocial behavior. 4.Senior One students’ emotional intelligence partial affected prosocial behavior.